José González José González

TP5
Upper-Intermediate level

Materials

Edit?usp=sharing?size=16&default=html Lead-in - Free time
Edit?usp=sharing?size=16&default=html Pre-reading Task
Edit?usp=sharing?size=16&default=html Reading for Gist
Cekjtsgv3dgcbqeg7?size=16&default=html Reading for more information
Edit?usp=sharing?size=16&default=html Follow-up Task

Main Aims

  • By the end of the lesson, learners will have practiced reading for gist, and detailed information in the context of free time.

Subsidiary Aims

  • Learners will have also discovered the MFP of a few new lexical items related to the topic.
  • Learners will have also practiced their fluency in telling a partner what they do in their free time in the Post-task discussion.

Procedure

Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

Instructions: Look at the questions and discuss them. The teacher shows a Jamboard with the questions: - Do you think you have enough free time? - What do you do with your free time? Learners share their ideas with the whole class.

Pre-Reading/Listening (7-9 minutes) • To prepare students for the text and make it accessible

Instructions: Look at the words and work on the tasks! The teacher gives a link to Google Docs. Learners work on the link and then share their ideas with their classmates in breakout rooms. The teacher conducts OCFB and for each word he covers MPF. Example: Overwhelming CCQ's: Is this a large amount? Yes, it is. Is it a positive thing? Not necessarily. Pronuncitation: /ˌəʊvəˈwelmɪŋ/ Form: adjective

Reading for Gist (5-7 minutes) • To provide students with less challenging gist reading task

Instructions: Read the title of the article and make some predictions. The teacher gives the learners a link to Jamboard. They have to read the options and make predictions. Learners share their ideas with the whole class. ICQs: Are we reading in detail or just to get the main idea? Main idea. Learners read and check their predictions. They share their finding with a classmate. The teacher conducts OCFB.

Listening for detailed information (7-9 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Instructions: Read the text again and work on the task. - Learners answer individually. - ICQs: Are we reading to confirm your predictions? No, we are reading for more specific information. Can you take notes? Yes, you can. - Learners share their ideas with other classmates. - The teacher conducts OCFB

Post-Reading/Follow-up Task (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Instructions: Discuss these questions with a partner. The teacher shows a Jamboard file and demos an answer. - T scaffolds the task by eliciting some useful language to be used to complete the task. - T demos the task with one learner. - ICQs: Do you have to write or speak? Discuss, and take notes. - Learners work in pairs and discuss in breakout rooms. - Learners switch pairs as many times as possible as time allows.

Feedback (3-5 minutes) • To provide learners with feedback on the completion of the task and language

The teacher conducts OCFB and asks learners some of the questions from the Follow-up Task. - The teacher writes on the screen samples of learners’ production and sets a task in pairs for learners to identify the correct and incorrect sentences and correct the latter ones. - The teacher conducts OCFB.

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